THE NCO LEADERSHIP CENTER OF EXCELLENCEAdvanced Leader Course

NCO Common Core Competencies

A201: Army Discipline and StandardsLesson Plan

Lesson Author: Mr. Carl W. CarlsonCourse Manager: MSG Paul E. CaswellDate Prepared: March 2, 2020

1. REQUIRED TRAINING AID(S) AND RESOURCE(S):ALC Assessment PlanAppendix A, Advance Sheet and Learner HandoutsAppendix B, Facilitator Materials

2. SCOPE:At the end of this two-hour lesson, learners will have defined discipline and standards, the Army Profession, and civil-military relations. As a result, learners will be able to enforce standards and discipline at the squad level.

3. LEARNING OBJECTIVES:TLO: This lesson supports TLO 400-ALC-NCO C3-A200.2 "Model Army leader attributes and competencies and characteristics of the Army Profession."

ELO: 400-ALC-NCO C3-A201Action: Define Army discipline and standards.Condition: As a learner and leader attending the ALC-NCO C3, acting as a squad leader using an organizational-level leadership perspective in a classroom environment, given references, activities, and classroom discussions.Standard: Definition includes—

Standards and discipline at the squad level The distinctive roles of trusted Army professionals Civil-military relations

Learning Domain: CognitiveLevel of Learning: Remembering

Facilitator Note: The definition of the action statement verb ‘define’ is to determine or identify the essential qualities or meaning of.

NCO Common Core Competencies (NCO C3): Leadership.

4. ISSUE MATERIAL(S)/REFERENCE(S):a. Advance/Previous Class Issue: A201 Advance Sheet.b. During Class:

(1) Standard Adherence Handout, Part 1 (1 per group). (2) Standard Adherence Handout, Part 2 (1 per group).

5. ASSIGNED LEARNER REQUIREMENT(S):

a. Study: None.

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b. Read: (six pages) [12 minutes].RA: ADP 1, The Army, dated 31 July 2019, Chapter 1 RB: Developing the Character of Trusted Army Professionals: Forging the Way Ahead, Figure 1.

c. Review: View the video “A Professional Discussion – Standards and Discipline” from the Center for the Army Profession and Leadership (CAPL) website, located at https://capl.army.mil/videos/a-professional-discussion-standards-and-discipline. (6:11)

d. Scan: None.

6. FACILITIATOR ADDITIONAL READING(S)/MATERIAL(S):ADP 1, The Army, date 31 July 2019The Center for the Army Profession and Leadership (CAPL) at https://capl.army.mil Developing the Character of Trusted Army Professionals: Forging the Way Ahead

7. CONDUCT OF LESSON:

Facilitator Note: The times listed below reflect the total time allocated for the lesson. The facilitator should pace the lesson according to learners’ needs. Keep in mind that TRADOC PAM 350-70-9, Appendix B dictates a 10-minute administrative/break time after 50 minutes of instruction. While breaks may be written into the lesson plan at their anticipated time, each class may progress through the lesson at a different rate.

a. Lesson Timeline:First Hour:05 minutes: CE (Slide 1)05 minutes: Publish & Process40 minutes: GNI (Slides 2 thru 16)10 minutes: Break

Second Hour:05 minutes: Develop45 minutes: Apply10 minutes: Break

b. Concrete experience (05 minutes):

Facilitator Note: Do not introduce the lesson or discuss it before exposing learners to the Concrete Experience (CE). Only give the instructions required to execute the CE. The intent is to put learners in their affective domain. This prepares the learners to enter the cognitive domain and in turn allows learners to focus on the topic and retain knowledge gained.

Questions with a red star in front of them are mandatory questions to facilitate a discussion on sexual harassment/assault response and prevention (SHARP), instead of having a two-hour SHARP lesson plan.

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Slide 1, Concrete ExperienceFacilitator Note: Play the video “A Conversation with GEN Ray Odierno.” (0:41)

c. Publish and Process (P&P) (05 minutes):

Facilitator Note: Suggest to learners that good notetaking during this portion of the lesson (P&P /Develop) can aid in effective reflection and retention of material while journaling.

Facilitator Note: Questions are designed to get after what the learner felt during the CE. It is very important that you observe the learners reactions [an act (i.e. smirking, rolling eyes, smiling, or shaking head)] during the CE. Learners should share their emotions [what is felt (i.e. frustration, anger, irritation, happiness, or fear)] regarding the CE. Every learner should contribute to the P&P. Agreeing with another learner’s remark(s) is not an acceptable contribution. Facilitate the discussion using the following questions:

1. How would you rate the discipline and standards in your unit? How does adopting the Army Values affect SHARP discipline and standards in your unit?SHARP discussion areas:a. How can you works to mitigate lapses in judgment that affect the unit?b. How can you lead the SHARP program at your level (supervisory)?c. What SHARP measures can you use to maintain discipline and standards?

2. How does your unit embrace an environment of dignity and respect while incorporating SHARP into good discipline and standards?SHARP discussion areas: a. How can you influence unit climate and uphold standards?b. How do you create a unit environment of dignity and respect?c. How do you encourage bystander intervention to your Soldiers?

3. When you PCS’d to your current unit, what was your impression of the unit’s discipline/standard? How did it affect you? Did your impression change? How so?

4. Within your leadership element, what is the discipline like between “the leader” and “the led?”

Facilitator Note: Before showing slide 2, transition to Generalize New Information (GNI) by using a learner’s comment, and saying, “That is a great point and brings us to this lesson.” Then show the lesson title slide and introduce the lesson.

d. Generalize New Information (GNI) (40 minutes):Facilitator Note: The GNI consists of facilitation, collaboration, and activities. The information in this lesson plan is provided to help you facilitate the GNI. You must study the lesson plan to understand the learning outcome, study the facilitator materials to understand the content, and prepare

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a plan to facilitate the lesson and achieve the learning outcome. Facilitate from the lesson plan not the slides. Facilitating from the slides will cause you to miss critical information. The advance sheet assigns the learner reading requirements. If you enforce the reading requirements, the learners are able to participate in the class discussion. The facilitator must generate new information for the learners by asking questions aimed at leading the learner’s conversation down the path of self-discovery. Ensure that learners are actively engaged in the discussion of all topics unless otherwise noted. Intervene only to get the learners back on track, or if the learners do not know the answers to the questions asked. Link the information back to the CE whenever possible.

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Slide 2, A201 Army Discipline and StandardsFacilitator Note: This two-hour lesson will reacquaint you with aspects of the Army Profession such as standards and discipline, our roles as Army professionals and civil-military relations. This knowledge will help you better interact with superiors, peers, and Soldiers.

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Slide 3, Lesson ScopeFacilitator Note: Allow learners to read lesson scope.

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Slide 4, Learning ObjectiveFacilitator Note: Read the action, condition, and standard statement to the learners.

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Standards and discipline at the squad level (25 minutes):

Transitional Lead-in to GNI: Do the leaders in your unit lead by example when it comes to standards and discipline? Do you? (Let learners discuss, then show the “Standards and Discipline” video.)

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Slide 5, Standards and DisciplineFacilitator Note: Play the video “Standards and Discipline Theme Video” from the Center for the Army Profession and Leadership. (9:06)

ASK: So what exactly are standards? Allow the learners to discuss standards among themselves. Intervene only to get the learners back on track.ANSWER: The doctrinal answer is provided in Slide 6 below.

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Slide 6, What are Standards?Facilitator Note: Allow learners to discuss points on the slide. Some additional information is shown below.

Ref: ADP 6-22, para 5-34 and ATP 6-22.6, para 1-23

Standards specify the norms by which performance is evaluated. Our establishment of clear standards and discipline to achieve and enforce these standards is the basis for military expertise and trust.

While a standard normally represents the minimum level for satisfactory performance of duty, Army professionals aspire to exceed the standard. Standards assign appropriate responsibility and delegate authority for all to uphold and achieve or surpass the standards.

Standards include rules and regulations, specifications, operational requirements, and models of personal excellence.

ASK: How do you uphold standards? Allow the learners to discuss upholding standards among themselves. Intervene only to get the learners back on track. The answer is provided in the following slide.

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Slide 7, Demonstrate and Uphold StandardsFacilitator Note: More information is provided below.

Effective leaders, including the squad leader, strive to demonstrate and uphold Army standards. Towards this end, effective leaders: Explain the standards that apply to their organizations and empower subordinates to enforce them Clearly communicate standards through face-to-face coaching, counseling, and mentoring

ASK: Reflecting back to when you were a young Soldier climbing through the ranks, how did you feel and what were your reactions when your squad leader—or any leader, for that matter—gave you standards that struck you as unachievable and unrealistic?ANSWER: During or after the discussion, bring out the following talking points:

Performing duties with standards and discipline is a hallmark of Army professionals, setting us apart, building the trust that is the bedrock of our profession, and enabling mission command Army professionals must ensure standards are observable, measurable, and achievable Our establishment of clear standards and discipline to achieve and enforce these standards is the basis for military expertise and trust

Facilitator Note: We have discussed the topic of standards. Now, let us address discipline.

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Slide 8, DisciplineFacilitator Note: Have the learners study these two quotes on discipline from President George Washington and John Wooden. Ask the learners for their thoughts and how the quotes fit together.

ASK: So what is discipline, and what does it mean to you, a leader of Soldiers? Allow the learners to discuss discipline among themselves. Intervene only to get the learners back on track.ANSWER: There is no single doctrinal definition for discipline. Slide 9 below, along with the discussion, will allow the learner to build the definition for discipline.

ASK: So what does discipline mean to the squad leader and the way they deal with Soldiers at the

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squad level?ANSWER: The squad leader: Demonstrates discipline in performing right actions, taking situational ownership and assuming accountability for results Understands that discipline is the positive way the Army practices its profession Clearly communicates standards through face-to-face coaching, counseling, and mentoring

Facilitator Note: Have the learners recall the “Standards and Discipline Theme Video” watched earlier. Military discipline begins with self-discipline – how can Army professionals increase and develop discipline within their organizations? Through coaching, counseling, and mentorship. (Ask learners if they recall information on Coaching, Counseling, and Mentorship from BLC counseling lesson and/or other lessons. Tell the learners that we will discuss this further in A204 (Build Trust in Teams) and A207 (Coaching, Counseling, and Mentorship).

ASK: What responsibility do we, as members of the Army Profession, have to uphold standards and influence our Soldiers to develop discipline? ANSWER: Answers will vary, but the idea that it builds trust and confidence in each other as well as the American people is key.

ASK: What effect does undisciplined behavior have on the trust we must sustain with the American people?ANSWER: Varies, but again, it lessens the perception of trust and confidence the American people have with the Armed Forces.

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Slide 9, What is Discipline?Facilitator Note: Have the learners read about discipline at different levels, as depicted on the slide.

The Merriam-Webster definition is provided below.

Definition – Discipline is defined in the Merriam-Webster online dictionary as: Control gained by enforcing obedience or order Orderly or prescribed conduct or pattern of behavior Self-control

ADP 6-22, para 2-29 and 2-30, tells us that self-discipline is the ability to control one’s own behavior—to do the harder right over the easier wrong. Individual discipline supports the unit or organization. At the unit level, leaders maintain discipline by enforcing standards impartially and consistently. Often this involves attending to mundane details, which may seem less urgent than an organization's key tasks, but are necessary to ensure success.

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ASK: How do we earn the trust of the American people? ANSWER: Learners answers should include things like: demonstrating professional conduct; enforcing standards and discipline in our subordinates; accomplishing the mission in the right way; and upholding the Army Ethic in the performance of duty and all aspects of life. When we do the right thing, we put deposits in the bank of trust. When we have incidents of indiscipline and misconduct that gain public attention, we are withdrawing from the bank of trust.

Facilitator Note: Transition to the next topic. The answers to the question above serve as a good transition to the next topic.

The distinctive roles of trusted Army professionals (10 minutes):

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Slide 10, Distinctive Roles of Trusted Army ProfessionalsFacilitator Note: Trusted Army professionals possess and display character, competence, and commitment (3 Cs).

Have the learners discuss the three distinctive roles and the relationship to us being trusted Army professionals.

Allow for discussion, then provide the information below in accordance with Figure 1 of Developing the Character of Trusted Army Professionals: Forging the Way Ahead.

Honorable Servants of the Nation—Professionals of CharacterWe serve honorably—according to the Army Ethic—under civilian authority while obeying the laws of the Nation and all legal orders; further, we reject and report illegal, unethical, or immoral orders or actions.

We take pride in honorably serving the Nation with integrity, demonstrating character in all aspects of our lives.

In war and peace, we recognize the intrinsic dignity and worth of all people, treating them with respect.

We lead by example and demonstrate courage by doing what is right despite risk, uncertainty, and fear; we candidly express our professional judgment to subordinates, peers, and superiors.

Army Experts—Competent ProfessionalsWe do our duty, leading and following with discipline, striving for excellence, putting the needs of others above our own, and accomplishing the mission as a team.

We accomplish the mission and understand it may demand courageously risking our lives and justly taking the lives of others.

We continuously advance the expertise of our chosen profession through life-long learning, professional development, and our certifications.

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Stewards of the Army Profession—Committed ProfessionalsWe embrace and uphold the Army Values and standards of the profession, always accountable to each other and the American people for our decisions and actions.

We wisely use the resources entrusted to us, ensuring our Army is well led and well prepared, while caring for Soldiers, Army Civilians, and Families.

We continuously strengthen the essential characteristics of the Army Profession, reinforcing our bond of trust with each other and the American people.

FM 6-22, para 7-63, tells us: When it comes to stewardship, Army leaders are required to think of the future—to think beyond their current mission, team, and direct chain of command. The Army instills this philosophy when leaders act to improve the organization even though they will not be around to see the effects of their actions/decisions. Stewarding the profession is about life-long learning, a commitment to an effective future organization, and developing others. As you can see, stewardship is definitely a philosophy that applies to all leaders and Soldiers.

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Slide 11, How we Serve as Trusted Army ProfessionalsFacilitator Note: Show the How We Serve as Trusted Army Professionals Venn Diagram and use it to make the following points. The green-highlighted area with the word trust in the diagram represents how you build trust as a professional when you demonstrate character, competence and commitment.

We have a responsibility to make right decisions and take right actions as trusted Army professionals. What do I mean by right? Right decisions and actions are ethical, effective, and efficient. I want you to accomplish the mission, but in the right way. If we effectively close with and destroy the enemy in an efficient manner, but we do so using methods that are opposed to our Army Ethic and Army Values, we will lose trust – in each other and with the American people.

It is at the intersection of character, competence, and commitment that you build trust internally within the Army Profession and externally with the American people. If you do not exhibit all three criteria, how can we trust you? Without character, you may pursue the wrong ends like killing indiscriminately. Without competence, you will be unable to perform your warrior tasks with discipline and to standard. Without commitment, you will lack the resilience to drive on when things get tough.

Leaders earn the trust of their team when they lead by example and demonstrate character, competence, and commitment. Trust is reinforced through difficult training and shared experiences. Strong bonds of trust built through these collective experiences enable the team to overcome challenge and adversity. Training and shared experience allow leaders to earn the trust of subordinates and for subordinates to earn the trust of leaders.

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ASK: We keep using the terms character, competence, and commitment. What are each of these? Allow for several answers and short discussion. ANSWER: See Slide 12, The 3Cs.

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Slide 12, The 3CsFacilitator Note: Allow the learners to define the 3Cs on the slide.

ASK: Which is most important to your success as an Army professional: character, competence, or commitment? Why? ANSWER: Varies.

ASK: Can you be successful as an Army leader if you don’t fulfill all three roles of an Army professional? Why or why not?ANSWER: Varies.

Facilitator Note: It may be of interest to the learners that in the Annual Survey of the Army Profession, when Soldiers and Army Civilians were asked why they lost trust in someone, they responded in nearly equal percentages as to whether it was a deficiency in character, competence, or commitment that caused the lack of trust. This further reinforces the idea that you must have all three to build trust.

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Slide 13, Certification VideoFacilitator Note: Play the “Certification” video from the Center for the Army Profession and Leadership (CAPL). (0:42)

An Army professional is a Soldier or Army Civilian who meets the Army Profession’s certification criteria in character, competence, and commitment. Certification is verification and validation of an Army professional’s character, competence, and commitment to fulfill responsibilities and successfully perform assigned duty with discipline and to standard. Through certification, the Army strengthens trust by confirming the professional development of Soldiers and Army Civilians and the readiness of organizations.

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ASK: Since certifications are a primary means whereby we reinforce our bond of trust with each other and the American people, what might some “pitfalls” or “obstacles” be with the certification process? ANSWER: Some expected answers might be “checking-the-block” which would lessen the certification; poor certification process which does the same thing, or human error which leads others to perceive “non-expert” performance.

Facilitator Note: Transition to the next topic.

Civil-military relations (05 minutes):

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Slide 14, Civil-Military RelationsFacilitator Note: Show the Civil-Military Relations slide and use it to make the points listed below.

Facilitator Note: The Army is subordinate to civilian authority. This is established and codified in our Constitution. The American people exercise oversight of the Army through their elected and appointed officials. The American people also entrust us with the care of their sons and daughters who voluntarily join the Army.

We are not a profession just because we say so. We provide a vital service to the American people that they could not perform otherwise – defense of the Nation. We provide our best military advice to civilian authority who make final decisions on national strategy, resources, and policy. But in order for the Army and you to have sufficient autonomy to make discretionary judgements on the battlefield, we must have the trust of the American people. The American people trust the Army as long as its professionals consistently uphold the Army Ethic including Army Values. The key condition for effective civil-military relations is mutual trust.

e. Develop (05 minutes):

Facilitator Note: Suggest to learners that good notetaking during this portion of the lesson (P&P/ Develop) can aid in effective reflection and retention of material while journaling.

Facilitator Note: This is when you challenge the learners to determine how they will apply this information at their unit or future assignment; how they will use the knowledge gained from this lesson in their MOS; what is the second and third order of effect associated with their plan to use this information; what value this information has for them; and what their take away is. Facilitate the discussion using the following questions:

1. How will you enforce standards and discipline in your unit or future assignment? 2. Enforcing a higher level of standards and discipline may receive “push-back” from

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subordinates, peers, and superiors. What are the second and third order effects associated with your plan to use this information?

3. How will you be a good steward of the profession to your unit and the Army? 4. What is your biggest take-away from this lesson?

f. Apply (45 minutes): Standard Adherence Activity

Facilitator Note: This is how you determine if the learning outcome was met. This is accomplished through an assessment, learning activity, during the GNI.

Facilitator Note: This is a two-part video. Allow learners to watch each part, asking the associated questions (on the handouts) after the each segment. Remember that SGT Dee volunteered to share this story and is a dedicated Soldier proudly serving in our profession.

Procedures: This activity requires using the information learned in this lesson to answer questions regarding Army standards and discipline.

1. Divide the class into groups (3-4 learners per group). 2. Provide learners with the Standard Adherence Handout, Part 1.3. Play the Standard Adherence, Part 1 video. (2:55)4. Allow learners ten minutes to answer the questions on Standard Adherence Handout, Part 1.5. Discuss their answers for ten minutes. 6. Provide learners with the Standard Adherence Handout, Part 2.7. Play the Standard Adherence, Part 2 video. (1:54) 8. Allow learners ten minutes to answer the questions on Standard Adherence Handout, Part 2. 9. Discuss their answers for ten minutes.

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Slide 15, SummaryFacilitator Note: Provide a brief summary and review of all information presented in the lesson by highlighting the ELO and supporting LS/As. See the facilitator note below.

Facilitator Note: Our lesson objective was to define Army discipline and standards. We had some great discussions about standards and discipline and narrowed the focus to the squad level. Next, we discussed the distinctive role of Army professionals which included the 3Cs and certifications. Then, lastly, we considered civil-military relations and the concept that civilians control the military.

Hopefully this lesson broadened your understanding of standards and discipline and your role within the Army Profession.

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Slide 16, QuestionsFacilitator Note: Clarify any questions.

8. ASSESSMENT PLAN: See the ALC Assessment Plan in A200.

9. ADDITIONAL NOTES:

Administrative Information

Course Advanced Leader Course NCO Common Core Competencies

Clearance Access

Security Level: UnclassifiedRequirements: There are no clearance or access requirements for the lesson.

Foreign Disclosure Restrictions

FD1. This training product has been reviewed by the training developers in coordination with the NCO Leadership Center of Excellence Foreign Disclosure Officer. This training product can be used to instruct international military learners from all approved countries without restrictions.

Safety Brief emergency exit/evacuation procedures including wires/cords, floor outlets, ramp/step, confined workspace, electronics, and beverages in the classroom.

Risk Assessment Level

Low

Environmental Considerations

NOTE: It is the responsibility of all Soldiers and DA Civilians to protect the environment from damage.

None

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Appendix A Advance Sheet and Learner Handouts

THE NCO LEADERSHIP CENTER OF EXCELLENCEAdvanced Leader Course

NCO Common Core Competencies

A201: Army Discipline and StandardsAdvance Sheet

1. SCOPE:At the end of this two-hour lesson, learners will have defined discipline and standards, the Army Profession, and civil-military relations. As a result, learners will be able to enforce standards and discipline at the squad level.

2. LEARNING OBJECTIVES:TLO: This lesson supports TLO 400-ALC-NCO C3-A200.2 "Model Army leader attributes and competencies and characteristics of the Army Profession."

ELO: 400-ALC-NCO C3-A201Action: Define Army discipline and standards.Condition: As a learner and leader attending the ALC-NCO C3, acting as a squad leader using an organizational-level leadership perspective in a classroom environment, given references, activities, and classroom discussions.Standard: Definition includes—

Standards and discipline at the squad level The distinctive roles of trusted Army professionals Civil-military relations

3. STUDY REQUIREMENTS: a. Study: None. b. Read: (six pages) [12 minutes].

RA: ADP 1, The Army, dated 31 July 2019, Chapter 1 RB: Developing the Character of Trusted Army Professionals: Forging the Way Ahead, Figure 1.

c. Review: View the video “A Professional Discussion – Standards and Discipline” from the Center for the Army Profession and Leadership (CAPL) website, located at https://capl.army.mil/videos/a-professional-discussion-standards-and-discipline. (6:11)

d. Scan: None.

Note: Scan material is not testable, but is graded through 1009A Assessing Attributes and Competencies.

4. HOMEWORK ASSIGNMENT(S):a. Journal: Throughout the course, we recommend you reflect on your thoughts on the learning

experiences with the topics covered by journaling on the questions/material covered during the lesson.

b. Classroom/Threaded Discussion: Come to class prepared to discuss the following:(1) The Army Profession.(2) Standards.(3) Discipline.(4) Civilian Leadership.

c. Bring to Class:

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(1) Writing tools.(2) Desired note-taking material.

d. Activity or Activities: (1) Standard Adherence Part 1.(2) Standard Adherence Part 2.

e. Other: None.

5. ASSESSMENT PLAN: See the ALC Assessment Plan in A200.

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Standard Adherence Handout, Part 1

Instructions: You are SGT Dee’s squad leader. Answer the following questions. You are given 10 minutes to complete this task.

Do you agree or disagree with SGT Dee when he says, “It's more important for me to show them (his supervisors) the proper respect, because if I don't show them, how am I going to expect my guys to do it for me?” How does a leader’s presence and respect for others affect the professional conduct of his Soldiers?

What role does discipline play in the Army culture and unit climate? What is the appropriate amount of separation between leaders and subordinates in a professional

environment and why? When SGT Dee stated; “Even though you’re brothers, there’s still a standard to be met.” If SGT

Dee fails to enforce standards consistently, what message is he sending to his subordinates? How does respect/disrespect affect unit cohesion and levels of adherence to command authority? When SGT Dee stated; “You need to understand your role in the chain of command.” What does

this statement say about the value SGT Dee places on leadership?

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Standard Adherence Handout, Part 2

Instructions: You are SGT Dee’s squad leader. Answer the following questions. You are given 10 minutes to complete this task.

Explain how SGT Dee used rules, outcomes and values to evaluate the situation and commit to a decision?

Explain how SGT Dee showed respect for his Soldier and his chain of command through his decision?

Give me an example of SGT Dee imparting his professional level of commitment to his Soldiers by his actions?

Recall when SGT Dee said reprimanding the Soldier isn’t easy for multiple reasons. “It's going to take out personal time and take a lot of tough love and a lot of honesty with the Soldier.” What do you believe motivates a leader to enforce standards regardless of their personal bonds with a particular Soldier?

On a scale of 1-5, how would you rate SGT Dee’s leader competencies? Explain why. Do you believe SGT Dee exhibited in any way that he was being confrontational in the situation?

Give examples of how SGT Dee’s professional identity assisted him through his decisionmaking process and subsequent actions?

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Appendix B Facilitator Materials

THE NCO LEADERSHIP CENTER OF EXCELLENCEAdvanced Leader Course

NCO Common Core Competencies

A201: Army Discipline and StandardsFacilitator Materials

1. Reference List:ADP 1, The Army, date 31 July 2019The Center for the Army Profession and Leadership (CAPL) at https://capl.army.mil Developing the Character of Trusted Army Professionals: Forging the Way Ahead

2. Slides: 1-16

List of Slides Description/Title1 Concrete Experience2 A201 Army Discipline and Standards3 Lesson Scope4 Learning Objective5 Standards and Discipline6 What are Standards? 7 Demonstrate and Uphold Standards8 Discipline9 What is Discipline?

10 Distinctive Roles of Trusted Army Professionals11 How We Serve as Trusted Army Professionals12 The 3Cs13 Certification Video14 Civil-Military Relations15 Summary16 Questions

3. Video(s):A Conversation with GEN Ray Odierno (0:41) Standards and Discipline Theme Video (9:06) Certification (0:42)Standard Adherence Part 1 (2:55) Standard Adherence Part 2 (1:54)

4. Interactive Element(s): None.

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Appendix C Test(s) and Test Solution(s)

THE NCO LEADERSHIP CENTER OF EXCELLENCEAdvanced Leader Course

NCO Common Core Competencies

A201: Army Discipline and StandardsTest(s) and Test Solution(s)

This appendix contains the items listed in this table─

Title/Synopsis Page(s)None

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Appendix D Practical Exercise(s) and Solution(s)

THE NCO LEADERSHIP CENTER OF EXCELLENCEAdvanced Leader Course

NCO Common Core Competencies

A201: Army Discipline and StandardsPractical Exercise(s) and Solution(s)

This appendix contains the items listed in this table─

Title/Synopsis Page(s)None

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Appendix E Lesson Training Outline (from TDC if used)

THE NCO LEADERSHIP CENTER OF EXCELLENCEAdvanced Leader Course

NCO Common Core Competencies

A201: Army Discipline and StandardsLesson Training Outline

None.

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